1. Are we normal?
What did you eat for breakfast? What did you watch on TV last night? What did you do last weekend? Who do you talk to first when there is a problem? When did you go to sleep last night? How often do you go to the doctor? How often do you check you ? Do you regularly turn in assignments for ED 285 on time?
There is no true average!!!!! No Normal!!!!! We are all a little special in our own ways.

2. What is normal or average?
First Step!
What is normal or average?

3. How do we judge whether students are normal?
Alyssa 45, 72, 92, 100, 86 =
Koa 100, 100, 50, 100, 45 =
John 88,73 , 67, 70, 97=
Grades are our standard measure!!!

4. Quick write (1 minute): What is management?

5. of
Framing
management
Management is about the ability to identify, analyze and solve issues and problems within a given context (environment, setting, place).
SO: Are your solutions a support for your students or do they hinder their success?

6. Reality Check Metaphor: The good and the satisfactory waitress
Things do go wrong. The best way to deal with them is to prepare. You can cut down on issues if you are ready for them. If unsuspecting things occur deal with it in a professional and respectful manner.
Metaphor: The good and the satisfactory waitress vs

7. Articles on Autism
Listen carefully to the story about one student’s experience in school.
What was done right to create support? 
What was done wrong to create negative experiences? 
What should be done now about this student? 

8. Managing the special needs students

9. The question of special needs children:
Who are those students who traditionally succeed in school?
If we think deeply about it….. It is often those amongst us whose needs are fully met. Individuals whose social, economic, psychological, physiological.

10. Recognizing diversity in the classroom…
Who are our students?
Recognizing diversity in the classroom…
Most of our students do not fit into one mold. There is no cookie cutter student in Hawai’i. Why? Because there are a number of contextual( environmental) factors which impact students educational experiences.
culture
Ability/disability
class
economics
location
psychosocial issues
Individual differences

11. Students are different from one another.
Intellectual difference
Communicative difference
Sensory differences
Behavioral difference
Physical difference
Severe difference
High/low

12. It is our responsibility to reach all learners in our classroom.
The reality is what is good for the goose is good for the gander!!!!!!
Meaning: what is good for one student is actually good for all
goose
gander

13. Those receiving special education services.
One important sub group of “different” students with very specific individual differences and challenges is:
Those receiving special education services.

14. As a teacher our understanding begins with:
Understand the history of treatment and subsequent legislation of SPED students
Recognize some common labels for “disability and difference”.
Review some examples of student with dis.
Take to heart the strong concepts of reaching all learners through RTI
Understand the process and the purpose.

15. History of SPED
Special Education services needs did not really begin in a organized and formal way until 1922 when the
Prior, students were regarded as deaf, dumb, blind and retarded.
was founded!

16. Several Important Laws
1964 JFK signed into law funding that supported the professional training of staff to support individuals with disabilities and difference Education for All Handicapped Children Act (EHCA) stipulates that all public citizens are entitled to a free and appropriate public education (FAPE). Later becomes IDEA. 1986, 1997, 2004 Individuals with Disabilities Act (IDEA) support a students rights to quality support personnel, high standard Individual Education Plan (IEP)s, and the provision of transition services (school to school to workforce employment services).

17. of the students population has special education needs
of the students population has special education needs. This number jumps up to much higher number in poor and marginalized communities. Take for example the 10% of students at Kalani who receive services. This is normal, right? What about Nanakuli? Here the rate is about 21%. In the school where I taught, it was 33%!

18. There are a number of different ways we categorize students with disabilities.
Autism (asperger's to low functioning)
Developmental Delay (formerly mental retardation; this is not always a lifelong condition)
Emotional impairment (oppositional defiance, anxiety, depression)
Health Impairment (ADHD, allergies, asthma, diabetes)
Intellectual impairment (learning disability, speech, reading, computation)
Neurological impairment (brain damage)
Physical impair. (broken leg, paralysis, muscular dystrophy)
Sensory impairment (audio or visual issues, deaf, blind)
Specific learning disability (dyslexia, disgraphia, dyscalculia)

19. 50% Learning Disability (LD)
The majority of special education students have mild intellectual impairments. Over 65% of students receiving special education services.
50% Learning Disability (LD)
20% Speech and Language
10% Developmental Delay (DD)
8% Emotional and Behavioral impairments (ED)
5% Autism spectrum

20. 2 major types of disabilities
Socially constructed
learning disability?
emotional disorder?
ADHD?
developmental delay?
Biological/Neurological
Down’s syndrome
Cerebral Palsy
Autism.
Learning disability?
Emotional behavioral?
Developmental delay?
This means that we the teacher and the parents and the professionals contribute to the diagnosis of the majority of our special education students.

21. What does this say?
Percentage of special education students by ethnicity.

22. Make sure students individuals need are met by formal process.
Remember: RTI
become accustomed to difference.
be prepared to talk with professionals.
Formalize Process
Acknowledge and respond to needs
Foundation
Make sure students individuals need are met by formal process.
Identify those students who have specific challenges. Offer further support.
Teach to reach all students with varied methods in a supportive environment.

23. What is the process?
Understanding Special Education (from a parent’s perspective)

24. The approach to IEP meetings in Hawaii DOE:
1st Identify the child’s strengths 2nd Results from interventions 3rd Examine results from assessments 4th Examine setting for appropriateness by age 5th Examine special factors a. Impact of behavior on self and others b. Limited English proficiency c. Hearing or visual constraints d. Communication issues e. support through assistive technology